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Among the characteristics within people with high intellectual abilities, some that stand out are a better handling of information, asynchronous development, high awareness, and sensibility. Therefore, our goal was to learn if, due to these characteristics, the children and adolescents with high intellectual abilities have a better understanding and comprehension about COVID-19 compared to those with average intellectual abilities. A qualitative study was conducted at the beginning of the lockdown with 649 children with and without high intellectual abilities. An online questionnaire was used and three open questions were analyzed with the ALCESTE software. The results showed that both groups had a similar handling of the information regarding COVID-19. Despite this, in the high ability group there is a greater social concern, which coincides with some characteristics associated with a more developed moral conscience. The results are then discussed in terms of the importance of designing actions that allow us to adequately follow the control and intervention strategies, as well as to propose improvements in the communication of relevant information before diverse crises to which the child population may be exposed.

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Resumen El objetivo de este trabajo fue determinar el carácter predictivo de la socialización organizacional y la salud mental positiva ocupacional sobre el compromiso organizacional en docentes de educación superior. Se contó con una muestra de 279 docentes de instituciones de educación superior que firmaron un consentimiento informado. El 54.5 % de los participantes eran mujeres, con una media de edad de 44.05 años (DE = 10.26). Los participantes respondieron el Inventario de Socialización Organizacional (ISO), el Cuestionario de Salud Mental Positiva Ocupacional (SMPO) y la Escala de Compromiso Organizacional (CO), y para el análisis de datos se aplicaron estadísticos descriptivos, un análisis de correlación y una regresión lineal múltiple con método de pasos sucesivos, ingresando por separado cada dimensión del compromiso organizacional como variable dependiente. Como resultado, se identificaron correlaciones de moderadas a débiles entre las variables de estudio, y se encontró que los modelos finales indican que las dimensiones de perspectivas de futuro y socioafectiva predicen en un 38 % el compromiso afectivo; que las perspectivas de futuro, la espiritualidad y la edad predicen en un 22.8 % el compromiso normativo; y que la dimensión perspectivas de futuro predice en un 9.2 % el compromiso de continuidad. Concluimos que las expectativas del docente sobre su desarrollo en la institución, así como sus interacciones a nivel socioafectivo y espiritual con el contexto laboral, son factores que influyen parcialmente en su vinculación con la organización educativa.

Abstract This study aimed to determine the predictive character of organizational socialization and occupational positive mental health on organizational commitment in higher education teachers. A sample of 279 teachers from higher education institutions who signed an informed consent form was used. Fifty-four point five percent of the participants were women, with a mean age of 44.05 years (SD = 10.26). The participants completed the Organizational Socialization Inventory (ISO), the Positive Occupational Mental Health Questionnaire (SMPO) and the Organizational Commitment Scale (OC), and for data analysis descriptive statistics, correlation analysis and multiple linear regression with stepwise method were applied, entering each dimension of organizational commitment separately as a dependent variable. As a result, moderate to weak correlations were identified between the study variables, and it was found that the final models indicate that the future perspectives and socio-affective dimensions predict affective commitment by 38%; that future perspectives, spirituality and age predict normative commitment by 22.8%; and that the future perspectives dimension predicts commitment of continuity by 9.2%. It is concluded that teachers' expectations about their development in the institution, as well as their interactions at the socio-affective and spiritual level with the work context, are factors that partially influence their attachment to the educational organization.

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Introduction: The Situation Room is a physical or virtual space where experts systematically analyze information to characterize a health situation, especially during emergencies. Decision-making processes are made toward solving health needs and promoting collaboration among institutions and social sectors. This paper presents the context and circumstances that led the University of Guadalajara (UdeG) to install a local health situation room (HSR) to address the COVID-19 pandemic at this institution based in the state of Jalisco, Mexico, a narrative is also made of its working processes and some of its results. Methods: The design of this situation room for COVID-19 was based on the methodology established by the Pan American Health Organization (PAHO)/WHO. This local-type situation room was installed on February 12, 2020. The health problem was characterized, and strategic lines, objectives, and goals were established; the first analysis was derived from an action plan deployed at the UdeG. The strategic lines were situational diagnosis, preventive actions, and containment strategies. Results: The situation room influenced the activities of the UdeG before the epidemic cases started in the state. One of the actions with the greatest impact was developing a mathematical model for predicting COVID-19 cases. Subsequently, new models have been developed according to the epidemiological evolution of the disease, helping manage the epidemic in the state. Another important result was the early closing of face-to-face university activities, reducing contagion risks and the mobility of more than 310,000 students, faculty, and administrative personnel throughout Jalisco. Conclusions: A consequence of the closure was that the confinement generated by the pandemic was the change to virtual meetings from April 2020 to date; but at the same time, this working format was a strength, since it influenced the decision of the university board to change all the academic activities to virtual format before other educational, economic, and social activities in the state did. By April 2020, the situation room transcended its institutional boundaries and was invited to participate at the Jalisco State's Health Committee. Its recommendations have helped to maintain the state with one of Mexico's lowest COVID-19 incidence and mortality rates.

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Resumen Objetivo: Investigar con cuál técnica quirúrgica, cierre directo o con parche de Goretex, las hernias diafragmáticas congénitas operadas tienen más recidiva. Metodología: Los datos de los pacientes sometidos a reparación por hernia diafragmática congénita en el Hospital Nacional de Niños, entre enero 2008 y el 31 diciembre de 2017, fueron revisados retrospectivamente. De los 94 pacientes, solo 59 cumplen con los criterios de inclusión. Para la comparación de las variables cuantitativas se empleó pruebas de T de Student e intervalos de confianza al 95 %; las variables cualitativas se analizaron por la prueba de Fisher con un nivel de significancia de 0,05. Resultados: La mayoría de las hernias diafragmáticas operadas fueron izquierdas (78 %) y posterolaterales (91 %). La técnica de reparación más frecuente utilizada fue el cierre directo (68%). Hubo más recidivas posteriores a cierre con parche de Goretex. Se presentaron entre 1 y 12 meses postoperatorio. No hubo diferencia estadísticamente significativa entre recidivas con técnica de cierre directo versus cierre con parche de Goretex. Conclusión: Realizar un cierre directo del diafragma es una buena opción quirúrgica para reparación de hernia diafragmática congénita. No hubo en este estudio diferencias estadísticamente significativas en cuanto a recidiva entre utilizar técnica con cierre directo o con parche.

Abstract Objective: To investigate with which surgical technique, direct closure or use of a Goretex patch, congenital diaphragmatic hernias recurre more. Methodology: The data of the patients who underwent repair of congenital diaphragmatic hernia at the National Children's Hospital from January 2008 to December 31, 2017, were reviewed retrospectively. Of the 94 patients, only 59 met the inclusion criteria. For the comparison of the quantitative variables, Student's t-test and 95% confidence intervals were used, the qualitative variables were analyzed by the Fisher's test with a significance level of 0.05. Results: Most of the operated diaphragmatic hernias were left 78% and posterolateral 91%. The most frequent repair technique used was direct closure, 68%. There were more recurrences after closing when a Goretex patch was used. They occurred between 1 and 12 months post-operatively. There was no statistically significant difference between recurrences with the direct closure technique versus closure with the Goretexpatch. Conclusion: Performing a direct closure of the diaphragm is a good surgical option for surgical repair of congenital diaphragmatic hernias. There were no statistically significant differences in relapse in this study between using the direct closure or patch technique.

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To facilitate research on the cognitive model of obsessive-compulsive disorder (OCD), leaders in the field of OCD (Obsessive-Compulsive Cognitions Working Group [OCCWG]) developed and validated the Interpretation of Intrusions Inventory-31 (III-31). The current sought to adapt and validate this important measure for the Mexican population using a large sample of emerging adults (N = 457). Specifically, we evaluated the factor structure and convergent validity of the III-31 for the Mexican population. Based on a series of confirmatory factor analyses, previously established one-, two-, and three-factor models were found to be a poor fit with current data. However, an exploratory factor analysis yielded a two-factor solution, with one factor assessing the harmfulness and danger of intrusive thoughts (Harmfulness/Danger), and the other assessing exaggerated responsibility and efforts to control intrusions (Responsibility/Control). Satisfactory convergent validity was found with the severity of dysfunctional beliefs and OCD symptoms. Implications and limitations of study results are discussed.

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Abstract Adolescence is a vulnerable developmental stage, in which the adolescents' life experiences can be an important source of stress influencing their well-being and mental health, however, it depends on their subjective appraisal. The Perceived Stressors Global Scale for Adolescents was developed a valid and reliable measure to identify major and minor potentially stressful events, in multiple domains, as well as, the level of stress perceived, in adolescents. An instrumental study was conducted participating 991 adolescents aged 13 to 18 years old, attending public schools from five states of Mexico. A factor analysis by principal component (PC) with promax rotation method was performed, which revealed 53 Likert items distributed in six factors: Critical events; Daily hassles; Social exhibition; Family concerns; Academic stressors; and Social pressure. Confirmatory factor analysis (CFA) was conducted using maximum likelihood (ML) method corroborating the initial solution of six factors. The model's goodness-of-fit measures are acceptable, as well as, the internal consistency coefficients. Although data indicate that the scale could be useful for identifying domains and types of stressors, as well as, the intensity of adolescent's perceived stress, it is recommended to test this factorial model in other samples.

Resumen La adolescencia es una etapa del desarrollo vulnerable en la que las experiencias de vida de los adolescentes pueden ser una importante fuente de estrés que influye en su bienestar emocional y salud mental. La Escala Global de Estresores Percibidos para Adolescentes, fue desarrollado con el objetivo de contar con una medida válida y confiable que identifique sucesos mayores y menores potencialmente estresantes en diversos dominios, así como el nivel de estrés percibido, en adolescentes. Se llevó a cabo un estudio instrumental y los participantes fueron 991 adolescentes de 13 a 18 años de escuelas públicas de cinco estados de México. Se realizó un análisis factorial por componentes principales (CP) con rotación promax que arrojó 53 ítems distribuidos en seis factores: Eventos críticos; Contrariedades diarias; Exposición social; Preocupaciones familiares; Estresores académicos; y Presión social. Un análisis factorial confirmatorio (AFC) con el método de máxima verosimilitud (ML) corroboró una solución de seis factores. Los indicadores de bondad del ajuste del modelo son aceptables, así como los coeficientes de consistencia interna. La escala puede ser útil para identificar dominios y tipos de estresores, e intensidad del estrés percibida por los adolescentes, aunque se recomienda probar este modelo en otras muestras.

Resumo A adolescência é um estágio de desenvolvimento vulnerável, no qual as experiências de vida dos adolescentes podem ser uma importante fonte de estresse que influencia seu bem-estar emocional e saúde mental. A Escala Global de Estressores Percebidos para Adolescentes foi desenvolvida com o objetivo de ter uma medida válida e confiável que identifique eventos potencialmente maiores e menores em vários domínios, bem como o nível de estresse percebido em adolescentes. Foi realizado um estudo instrumental e os participantes foram 991 adolescentes de 13 a 18 anos de escolas públicas de cinco estados do México. Foi realizada uma análise fatorial de componente principal (PC) com rotação do promax, que resultou em 53 itens distribuídos em seis fatores: Eventos críticos; Contratempos diários; Exposição social; Preocupações familiares; Estressores acadêmicos; e pressão social. Uma análise fatorial confirmatória (AFC) com o método da máxima verossimilhança (ML) corroborou uma solução de seis fatores. Os indicadores de qualidade de ajuste do modelo são aceitáveis, assim como os coeficientes de consistência interna. A escala pode ser útil para identificar domínios e tipos de estressores e a intensidade do estresse percebida pelos adolescentes, embora seja recomendável testar esse modelo em outras amostras.

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Resumen El objetivo de este trabajo fue describir los elementos que configuran la percepción de seguridad escolar en estudiantes de secundaria. Se presenta un estudio cualitativo con enfoque sistémico ecológico. Por medio de un muestreo teórico, se incluyeron a 22 estudiantes, 50 % hombres con 12 a 16 años, quienes participaron en un grupo focal, previo consentimiento informado de los padres. Los datos recabados fueron audio grabados; se transcribieron y analizaron con el método de análisis de contenido por medio del programa Maxqda 18. Se identificaron 4 categorías que configuran la percepción de seguridad escolar: 1) condiciones de la escuela (físicas y organizacionales); 2) elementos relacionados con los maestros; 3) elementos relacionados con los compañeros, y 4) elementos relacionados con los padres. Los hallazgos sugieren que las condiciones físicas y organizacionales mantienen un papel importante en la con figuración del sentido de seguridad escolar. Asimismo, la cercanía y apoyo recibido de actores del contexto (maestros, padres y alumnos) promueve una percepción más positiva de la seguridad.

Abstract The aim of this study was to describe the individual elements that configure the school safety perception in middle school students. We designed a qualitative study, with a systemic and ecological approach. Using a theoretical sampling, we included 22 students, 50% man with an age from 12 to 16 years old, who participated in a focus group, previous informed consent from the parents. The session was videotaped, the data was transcribed and analyzed using content analysis with the program MAXQDA 18. We identified four categories of factors that configure the student's school safety perception: 1) school conditions (physical and organizational); 2) elements related to teachers; 3) elements related to peers; and 4) elements related to parents. The findings suggest that the school´s physical and organizational conditions have an important role in the configuration of the school safety perception. Likewise, the closeness and support received by actors from the school context (teachers, parents and peers) favor a more positive perception of school safety.

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OBJECTIVE: To assess whether oxytocin administered before clamping the umbilical cord modifies the volume of placental transfusion. DESIGN: Randomised controlled trial. METHODS: Mothers of term infants born vigorous by vaginal delivery with informed consent provided in early labour were randomly assigned to oxytocin (10 IU) given intravenously within 15 s of birth (group 1) or after clamping the umbilical cord 3 min after delivery (group 2). Soon after birth, all infants were weighed using a 1 g precision scale and subsequently placed on the mother's abdomen or chest. At 3 min, in both groups, the cord was clamped and cut, and the weight was again obtained. The primary outcome (volume of placental transfusion) was estimated by the difference in weights. RESULTS: 144 patients were included. There were no differences in the primary outcome: infants in group 1 (n=70) gained a mean weight of 85.9 g (SD 48.3), and in group 2 (n=74) 86.7 g (SD 49.6) (p=0.92). No differences were found in secondary outcomes, including newborns' haematocrit and bilirubin concentrations and severe maternal postpartum haemorrhage. On the advice of the Data and Safety Monitoring Committee, the trial was stopped due to futility at 25% of the planned sample size. CONCLUSIONS: When umbilical cord clamping is delayed for 3 min, term newborn infants born vigorous receive a clinically significant placental transfusion which is not modified by the administration of intravenous oxytocin immediately after birth. TRIAL REGISTRATION NUMBER: NCT02618499.

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Abstract Resilience implies a process of positive adjustment to adverse conditions. The growing interest in their study demands the need for valid and reliable measurement instruments that allow assessments with scientific rigor in different types of populations. The aim of the present research was to analyze the psychometric properties of the Resilience Questionnaire for Children and Adolescents. 512 students from a high school of the University of Guadalajara, Mexico, participated. Exploratory factor analysis yielded a four-dimensional composition with 18 items than explain 61.18% of the variance, with an excellent level of reliability (a = .90). Through confirmatory factor analysis, the model was corroborated, presenting adequate levels of adjustment. Convergent validity was assessed using Rosenberg's Self-esteem Scale, obtaining significant positive correlations with the dimensions of resilience. The divergent validity was assessed through the Depression Scale of the Epidemiological Studies Center - Revised, showing significant negative correlations. Results and practical implications are discussed.

Resumo O estudo da resiliência, capacidade que implica um processo de adaptação positiva às condições de adversidade, passou por um crescente interesse nos últimos anos que demanda a necessidade de contar com instrumentos de medição válidos e confiáveis que permitam realizar avaliações com rigor científico em diferentes tipos de população. Por esse motivo, a presente pesquisa teve como objetivo analisar as propriedades psicométricas do Questionário de Resiliência para Crianças e Adolescentes com uma amostra de 512 estudantes do Ensino Médio preparatório da Universidade de Guadalajara, no México. Inicialmente, realizou-se uma análise fatorial exploratória que resultou em uma composição de quatro dimensões com 18 itens que explicam 61,18% da variância, com um nível de confiabilidade alto (a = .90), e uma análise fatorial confirmatória com a qual se corroborou o modelo, com níveis adequados de ajuste. Posteriormente, avaliou-se a validade convergente do instrumento com a Escala de Autoestima de Rosenberg, com a qual foram obtidas correlações positivas significativas com as dimensões da resiliência. E, por último, aplicou-se a validade divergente com a Escala de Depressão do Centro de Estudos Epidemiológicos (Revisada), com a qual foram encontradas correlações negativas significativas. Por fim, discutem-se os resultados e as implicações práticas.

Resumen El estudio de la resiliencia, capacidad que implica un proceso de adaptación positiva a condiciones de adversidad, ha tenido un creciente interés en los últimos años que demanda la necesidad de contar con instrumentos de medición válidos y confiables que permitan hacer evaluaciones con rigor científico en diferentes tipos de poblaciones. Por esta razón, la presente investigación tuvo como objetivo analizar las propiedades psicométricas del Cuestionario de Resiliencia para Niños y Adolescentes con una muestra de 512 estudiantes de una preparatoria de la Universidad de Guadalajara, México. Inicialmente, se realizó un análisis factorial exploratorio que arrojó una composición de cuatro dimensiones con 18 ítems que explican 61.18% de la varianza, con un nivel de confiabilidad alto (a = .90); y un análisis factorial confirmatorio con el que se corroboró el modelo, con niveles adecuados de ajuste. Posteriormente, se evaluó la validez convergente del instrumento con la Escala de Autoestima de Rosenberg, donde se obtuvieron correlaciones positivas significativas con las dimensiones de la resiliencia. Y, por último, se valoró la validez divergente con la Escala de Depresión del Centro de Estudios Epidemiológicos (Revisada), donde se encontraron correlaciones significativas negativas. Al final se discuten los resultados y las implicaciones prácticas.

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